Daily Lesson Plan

Teacher: Ms. Hinkell Lesson Date: November 19, 2019

Subject: Education 201 LDC/Unit Title: Creating a Community of Learners
CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills Agenda: Students will begin class with an activity
being taught? Which standards are being specifically addressed in this to get an idea of what to expect for the day. After
lesson?) the opening activity students will listen to lecture
CCSS.ELA-LITERACY.RI.11-12.7 from a PowerPoint followed by activities
Integrate and evaluate multiple sources of information presented throughout the presentation. Finally, students will
in different media or formats (e.g., visually, quantitatively) as well complete a ticket out the door in order to assess
as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.SL.11-12.1
what they learned.
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying
a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal
and informal tasks.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.

Lesson Objective: Students should know how to effectively establish rules and procedures in a classroom in order to have
good classroom management skills. Additionally, students will learn effective ways to discipline students in the case that
they do misbehave. Students will learn this through a PowerPoint presentation to introduce the information, followed by an
activity to apply what they learned.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.

Get started/Drill/Do Now: When students enter the classroom, they will be seated in an Students will use prior
assigned seating chart within groups for a group pre-test to introduce the days lesson. knowledge to answer
10
A question will be presented to the class on the white board and there will be a questions relating to the
min
designated runner for each group. The first group to give the correct answer the fastest days lesson.
will be awarded with a prize.

Engage/Motivation: Students will stay engaged through lecture with active discussion
throughout. Multiple activities and examples will be given to keep the lesson interesting
30
for students. Prizes in the form of candy will also be given out throughout the lesson to
min
incentivize students to pay attention and do well.

Whole Group Instruction: A lecture will be given through PowerPoint that outlines all
the information that will be needed for the day’s activities. Students will learn how to
45
implement rules and procedures that will help create a well-managed classroom
min
environment. Also students will learn how to arrange a classroom successfully.
 Group Practice/Small Group Instruction: Students will be given examples of teachers
who effectively and ineffectively use classroom management in their classroom and Students will have to
discuss as a class what teacher they think will have the most problems with behavior analyze scenarios and
20
issues. During activities students will be called on to give ideas of what a successful determine if they are
min
classroom looks like. examples of effective
classroom management.

Independent Practice: Students will be given a handout to create a classroom poster

for themselves based on what they learned during the lecture. An example classroom Students will have to
20 will be shown to give them ideas and they will be called on to share their ideas with the share new examples
min class once they complete the assignment. they come up with based
on what they learned.

Evaluate Understanding/Assessment: In groups, students will be given poster boards

and markers to collaborate and create a drawing of an effetely managed classroom Students will incorporate
with rules and procedures based on what they learned throughout the entire lesson. what they learned into a
20
Once completed, each group will share their ideas and posters with the class followed group activity.
min
by a full class discussion among the class.

Closing Activities/Summary: Students will participate in a Kahoot to assess what they

learned in class. The questions will be taken from the lecture section of the class and Kahoot
presented in a multiple choice or true/false fashion. The top three student scores will
20
receive prizes at the end of the assessment. Kahoot will be used in order to reestablish
min
the important ideas from the lesson and make sure students have a good
understanding.

Enrichment/Extension/Re-teaching/Accommodations: Information will be taught in an

easy to follow slide presentation and then reinforced in multiple ways through hands on
activities, the use of technology, and out load discussion. Each step will be broken
down with clear rules and examples and additional help will be provided as needed.
During classroom activities and lecture, supporting teachers will be free to provide help
to all students needs.

Resources/Instructional Materials Needed: Typed Handout Packet, Markers, a computer with internet to access the
lecture notes and Kahoot, class rules poster, candy, and poster boards.

Notes: Make sure to stay on task, pass out student packets when they walk in and label the desk with their name tags for
the seating chart.

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided Practice/Small -Anticipatory guides/sets -Book/author talks -Cornell Notes
group -Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent Practice -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
-Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences